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Abstract
Using social psychological theory, the authors demonstrate in two studies, one cross sectional and one experimental, commitment interventions for timely course scheduling can significantly hasten course-scheduling behavior. Using a simple intervention, the authors were able to alter a regularly occurring student behavior tied to both retention and timely degree completion. Additional uses for this type of intervention, or other social psychological phenomenon, in student environments are discussed.
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Notes on contributors
Jacob A. Benfield
Jacob A. Benfield, Associate Professor, Psychological and Social Sciences Program, Penn State University — Abington. Michael J. Bernstein, Associate Professor, Psychological and Social Sciences Program, Penn State University — Abington. Norah Shultz, Professor of Sociology and the Associate Vice President for Academic Affairs, San Diego State University.
Michael J. Bernstein
Jacob A. Benfield, Associate Professor, Psychological and Social Sciences Program, Penn State University — Abington. Michael J. Bernstein, Associate Professor, Psychological and Social Sciences Program, Penn State University — Abington. Norah Shultz, Professor of Sociology and the Associate Vice President for Academic Affairs, San Diego State University.
Norah Shultz
Jacob A. Benfield, Associate Professor, Psychological and Social Sciences Program, Penn State University — Abington. Michael J. Bernstein, Associate Professor, Psychological and Social Sciences Program, Penn State University — Abington. Norah Shultz, Professor of Sociology and the Associate Vice President for Academic Affairs, San Diego State University.